To learn collaboration, work in teams.
To learn critical thinking, take on complex problems.
To learn oral communication, present.
To learn written communication, write.
To learn technology, use technology.
To develop citizenship, take on civic and global issues.
To learn about careers, do internships.
To learn content, research and do all of the above.
~Project-based School Strategy, New Technology High School, Napa, California
2. Survey staff. 3. Study the data from diagnostic and formative assessments. 4. Use the librarian to dig for information about projects, book requests, teacher inquiries, etc. s/he encounters. 5. Conduct walk-throughs for ideas. 6. Ask students! 7. Create and facilitate grade level or cross-curricular team meetings or professional learning networks. 8. Plan ahead!
What strategies can be used when working with elective area teachers and classes?
1. Determine the teacher's level of knowledge and comfort. 2. Find common ground, similar interest in their subject area to start a discussion. 3. Come with educational "gifts" in hand. ie. resources, examples, ideas 4. Inquiry Circles 5. Keep it real with authentic products. 6. Focus on teamwork. 7. Assess together!
Once you have developed and designed a project or unit, reflect on the following questions:
Does the Project . . .?
?
FOCUS ON SIGNIFICANT CONTENT AND AUTHENTIC ISSUES Students learn important subject matter content and address problems and issues from the world outside the classroom
ORGANIZE ACTIVITIES AROUND A DRIVING QUESTION OR CHALLENGE Students find the complex, open-ended question or challenge to be a meaningful focus for their work
ESTABLISH A NEED TO KNOW AND DO Students are brought into the project by an entry event that captures interest and begins the inquiry process
ENGAGE STUDENTS IN INQUIRY Students think deeply and ask further questions as they generate answers and solutions
REQUIRE INNOVATION Students generate new answers and/or create unique products in response to the Driving Question or challenge
DEVELOP 21ST CENTURY SKILLS Students build critical & creative thinking, collaboration, and presentation skills that are taught and assessed
ENCOURAGE STUDENT VOICE AND CHOICE Students, with guidance from the teacher, make decisions that affect the course of the project
INCORPORATE FEEDBACK AND REVISION Students use feedback to improve their work and create high quality products
CONCLUDE WITH A PUBLIC PRESENTATION Students exhibit products or present solutions and explain their work to others and respond to content- and process-focused questions
To learn critical thinking, take on complex problems.
To learn oral communication, present.
To learn written communication, write.
To learn technology, use technology.
To develop citizenship, take on civic and global issues.
To learn about careers, do internships.
To learn content, research and do all of the above.
~Project-based School Strategy, New Technology High School, Napa, California
How does a coach get started?
Read this:
1. Curriculum Map!
2. Survey staff.
3. Study the data from diagnostic and formative assessments.
4. Use the librarian to dig for information about projects, book requests, teacher inquiries, etc. s/he encounters.
5. Conduct walk-throughs for ideas.
6. Ask students!
7. Create and facilitate grade level or cross-curricular team meetings or professional learning networks.
8. Plan ahead!
What strategies can be used when working with elective area teachers and classes?
1. Determine the teacher's level of knowledge and comfort.
2. Find common ground, similar interest in their subject area to start a discussion.
3. Come with educational "gifts" in hand. ie. resources, examples, ideas
4. Inquiry Circles
5. Keep it real with authentic products.
6. Focus on teamwork.
7. Assess together!
Once you have developed and designed a project or unit, reflect on the following questions:
Students learn important subject matter content and address problems and issues from the world outside the classroom
Students find the complex, open-ended question or challenge to be a meaningful focus for their work
Students are brought into the project by an entry event that captures interest and begins the inquiry process
Students think deeply and ask further questions as they generate answers and solutions
Students generate new answers and/or create unique products in response to the Driving Question or challenge
Students build critical & creative thinking, collaboration, and presentation skills that are taught and assessed
Students, with guidance from the teacher, make decisions that affect the course of the project
Students use feedback to improve their work and create high quality products
Students exhibit products or present solutions and explain their work to others and respond to content- and process-focused questions